Core Elements of Health Education and Risk Reduction Activities A number of core elements should be considered in health education and risk reduction program and evaluation activities. Effective Health Education and Risk Reduction program activities: State realistic, specific, measurable, and attainable program goals and objectives. Identify methods and activities to achieve specific goals and objectives. Define staff roles, duties, and responsibilities.

Define the populations to be served by geographic locale, risk behavior(s), gender, sexual orientation, and race/ethnicity. Assure that educational materials and messages are relevant, culturally competent, and language- and age-appropriate. Include professional development for all program staff.

Include a written policy and personnel procedures that address stress and burnout. Include written procedures for the referral and tracking of clients to appropriate services outside of the agency. Provide for collaboration with other local service providers to assure access to services for clients. Assure confidentiality of persons served.

Effective Health Education and Risk Reduction evaluation activities: Include process evaluation. Require consistent and accurate data collection procedures, including number of persons served, quantity and type of literature or materials distributed, and demographics of persons served. A description of the tools to be used and definitions of various measurements (e.g., "unit of service" and "contact") should be outlined. Include staff supervision, observation, evaluation, and feedback on a regular basis. Include feedback from persons served.

Designate staff who are responsible for evaluation and quality assurance activities, for compiling and analyzing data, and for documenting and reviewing findings. Define methods for assessing progress toward stated process goals/outcome objectives. Include mechanisms for measuring the use of referral services. Provide findings for program modifications.

Course Description: Health Education is defined as "any combination of learning opportunities designed to facilitate voluntary adaptations of behavior (in individuals, groups, or communities) conducive to health. Therefore, this experience will introduce the learner to concepts fundamental to health education and to a larger extent, health promotion. In other words, Health Education is learning to educate about health, so just because you lift weights, run marathons, and eat like a really boring health freak that nobody wants to be around because all you do is talk about fat grams and calories and oh I can't eat that, it's not on my diet, can I have the brown rice with no butter, no salt, cooked in purified water and then just kill me doesn't mean you can educate others about health. It is a science based on understanding others and their motivations.

Course Objectives: At the completion of this course, the student will be able to:

1. Define health education to those you interact with;

2. Explain why learning the design, implementation and evaluation of health education (process) are more important than being a health knowledge expert (product);

5. Understand that this is a SCIENCE that is based in theory and has practical applications. Attendance Policy: Regular attendance will not be taken in this class. It is the responsibility of the student to attend class. There will however be in class activities, etc., that will be used to take attendance at random approx. 8 times. If 2 classes where attendance is taken are missed, a half a letter grade will be deducted from...

...Secondary interventions are used when primary interventions fail to prevent the disease from occurring. Secondary interventions are steps taking to restore patients’ health by relieving or stopping signs and symptoms of the disease. In the case of asthma, primary intervention is least likely to prevent asthma events from happening. This is because asthma is multifaceted in nature and causes may be unpredictable. Signs and symptoms like coughing, shortness of breath, wheezing and...

...approaches relating to healtheducation. Explaining two models of behaviour change that have been used in recent national healtheducation campaigns and also, I would be assessing how the social context may influence the ability of healtheducation campaigns to change behaviour in relation to health.
P1 - Explain three different approaches to healtheducation.
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...﻿Ellie Rich
Unit 3 – Health, Safety & Security in Health & Social Care
P3 – Carry out a risk assessment in a health and social care setting
I will be carrying out a risk assessment to ensure it is safe for a child aged 7 with down syndrome to be taken to a outdoor local playpark by a careworker for a bit of fun. The young person may be vulnerable as they are only 7 years of age and have Down syndrome which can affect their...

...the concept of risk in mental health policy and practice represent a problem for mental health service users/ survivors.
With the closing of the large intuitions in the early 1990s and the rise of smaller units being set up within communities, the policy change ideology was for individuals who have a mental illness to live independent lives, and to learn skills to function within society. It was deemed that these vulnerable individual’s faced more...

...Environment, Health And Safety Risk
COMMENTARY:
Brief Summary of Article
The Liberian flagged Rena ship containing 47tonnes of oil that got grounded in a reef and leaked oil into the New Zealand’s pristine bay, causing environmental damage. This was because to the ship ran aground on the astrolabe reef. An estimate of about 30tonnes of oil was said to have spilled with the possibility of about 1,700tonnes leaking into the ocean if the Rena is wrecked. It was...

...Advocating for Health and Education
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Advocating for Health and EducationHealtheducation is a profession that strives to promote and see the success of family, individual, community and organizational health. In order to ensure that it is successful, healtheducation must follow the Health...